The role of psychological factors in disruptions in the eating regimen in type 2 diabetes and psychocorrection using the I self-coping method
https://doi.org/10.46914/2959-3999-2025-1-3-28-36
Abstract
The article presents an analytical review of modern research on the role of psychological factors in dietary disorders in type 2 diabetes mellitus. The emotional, cognitive, and socio-psychological mechanisms that determine the characteristics of patients' eating behavior are considered. Based on the analysis of domestic and foreign sources, it has been shown that dietary disorders are closely related to anxiety, depression, chronic stress and decreased self- regulation. Emotional disorders contribute to overeating, the formation of dependence on «comforting» food and loss of motivation to control nutrition. Cognitive and motivational attitudes – the locus of control, self-control, and a belief system about the disease – determine adherence to treatment. External attribution of responsibility increases the risk of violations, while the internal locus of control and belief in the ability to manage one's condition increase compliance. Of significant importance is the phenomenon of diabetic distress – emotional burnout associated with constant self-control, which often leads to reactivity and breakdowns. The socio-cultural environment plays an important role: family support, dietary traditions, and the perception of illness by loved ones. Social isolation and lack of support increase stress and provoke compensatory eating behavior. The relationship between psychological and physiological factors is noted – fluctuations in sugar levels can reduce cognitive control and increase irritability.
About the Authors
A. D. AlinovaKazakhstan
master's student
Almaty
M. A. Asimov
Kazakhstan
d.m.s., professor
Almaty
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Review
For citations:
Alinova A.D., Asimov M.A. The role of psychological factors in disruptions in the eating regimen in type 2 diabetes and psychocorrection using the I self-coping method. Eurasian Journal of Current Research in Psychology and Pedagogy. 2025;(3):28-36. (In Russ.) https://doi.org/10.46914/2959-3999-2025-1-3-28-36
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